From 'Polite Learning' to 'Useful Knowledge'
'Manners makyth man...' but as the 19th century dawned; English intellectuals became increasingly concerned with expanding education and 'useful knowledge' down to the lower orders.
On Saturday July 30, 1763, Samuel Johnson and James Boswell 'took a sculler at the Temple-stairs, and set out for Greenwich'. As they 'sailed down the silver Thames' – the phrase Boswell used in his journal at the time – he asked Johnson 'if he really thought a knowledge of the Greek and Latin languages an essential requisite for a good education'. 'Most certainly, Sir' was the reply; 'for those who know them have a very great advantage over those who do not. Nay, Sir, it is surprising what a difference learning makes upon people even in the common intercourse of life...' 'And yet', the irrepressible Boswell rejoined, 'people go through the world very well, and carry on the business of life to good advantage, without learning.' Johnson agreed that this might be so 'in cases where learning cannot possibly be of any use', and he illustrated the point by reference to the boy who was rowing them:
To continue reading this article you need to purchase a subscription, available from only £5.
Start my trial subscription now
If you have already purchased access, or are a print & archive subscriber, please ensure you are logged in.
Please email digital@historytoday.com if you have any problems.
